托福寫(xiě)作語(yǔ)法扣分是大問(wèn)題?常見(jiàn)易錯(cuò)語(yǔ)法問(wèn)題實(shí)例精講。今天小編給大家?guī)?lái)了托福寫(xiě)作語(yǔ)法扣分是大問(wèn)題，希望可以幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧。
托福寫(xiě)作語(yǔ)法扣分是大問(wèn)題?常見(jiàn)易錯(cuò)語(yǔ)法問(wèn)題實(shí)例精講
托福寫(xiě)作避免語(yǔ)法結(jié)構(gòu)錯(cuò)誤扣分實(shí)例分析
選擇合適的語(yǔ)法結(jié)構(gòu)可以使句子意思的表達(dá)更為精確和簡(jiǎn)練。雖然語(yǔ)法的多樣性也很重要，但選擇最恰當(dāng)?shù)恼Z(yǔ)法結(jié)構(gòu)仍然是更為重要的考慮因素。以下原則是在考慮選擇何種語(yǔ)法結(jié)構(gòu)時(shí)可以參考的原則：
1. 一個(gè)句子的主語(yǔ)和謂語(yǔ)動(dòng)詞應(yīng)該能夠反映句子中的最重要的意思。例如：
The situation that resulted in my grandfather's not being able to study engineering was that his father needed help on the farm.
從意思上來(lái)分析，上面這句話需要表達(dá)的重要的概念是“grandfather's not being able to study”，而在表達(dá)這個(gè)概念時(shí)，原句用的主語(yǔ)是situation，謂語(yǔ)動(dòng)詞是was，不能強(qiáng)調(diào)需要表達(dá)的重點(diǎn)概念，可以改為下面這句話：My grandfather couldn't study engineering because his father needed help on the farm.
2. 避免頻繁使用“there be”結(jié)構(gòu)，例如下面的句子：
There were 25 cows on the farm that my grandfather had to milk every day. It was hard work for my grandfather.
可以改為：My grandfather worked hard. He had to milk 25 cows on the farm every day.
更簡(jiǎn)潔的句式為：My grandfather worked hard milking 25 cows daily.
3. 把從句改為短語(yǔ)或單詞。例如：
Dairy cows were raised on the farm，which was located100 kilometers from the nearest university and was in an area that was remote.
簡(jiǎn)介的表達(dá)方式為：The dairy farm was located in a remote area， 100 kilometers tothe nearest university.
4. 僅在需要強(qiáng)調(diào)賓語(yǔ)而不是主語(yǔ)的時(shí)候，才使用被動(dòng)語(yǔ)態(tài)。例如：
In the fall， not only did the cows have to be milked， but also the hay was mowed and stacked by my grandfather's family.
本句不夠簡(jiǎn)潔的原因是本句的重心應(yīng)該是“忙碌的家庭-my grandfather's family”，而使用了被動(dòng)語(yǔ)態(tài)后，仿佛重心變成了cows和hay。下面的表達(dá)方式是主動(dòng)語(yǔ)態(tài)，相對(duì)來(lái)說(shuō)更簡(jiǎn)潔一些：In the fall， my grandfather's family not only milked the cow but also mowed and stacked the hay.
5. 用更為精確的一個(gè)動(dòng)詞來(lái)代替動(dòng)詞短語(yǔ)，例如下面這句話：
My grandfather didn't have time to stand around doing nothing with his school friends.
Stand around doing nothing其實(shí)可以用一個(gè)動(dòng)詞來(lái)表達(dá)，即loiter：My grandfather didn't have time to loiter with his school friends.
6. 有時(shí)兩句話的信息經(jīng)過(guò)組合完全可以用一句話來(lái)簡(jiǎn)練地表達(dá)，例如：
Profits from the farm were not large. Sometimes they were too small to meet the expenses of running a farm. They were not sufficient to pay for a university degree.
兩句話的信息可以合并為下面這句更為簡(jiǎn)潔的句子：Profits from the farm were sometimes too small to meet operational expenses， let alone pay for a university degree.
托福寫(xiě)作模板:電力
Electricity
The modern age is an age of electricity. People are so used to electric lights, radio, televisions, and telephones that it is hard to imagine what life would be like without them. When there is a power failure, people grope about in flickering candlelight, cars hesitate in the streets because there are no traffic lights to guide them, and food spoils in silent refrigerators.
Yet, people began to understand how electricity works only a little more than two centuries ago. Nature has apparently been experimenting in this field for million of years. Scientists are discovering more and more that the living world may hold many interesting secrets of electricity that could benefit humanity.
All living cell send out tiny pulses of electricity. As the heart beats, it sends out pulses of record; they form an electrocardiogram, which a doctor can study to determine how well the heart is working. The brain, too, sends out brain waves of electricity, which can be recorded in an electroencephalogram. The electric currents generated by most living cells are extremely small - often so small that sensitive instruments are needed to record them. But in some animals, certain muscle cells have become so specialized as electrical generators that they do not work as muscle cells at all. When large numbers of these cell are linked together, the effects can be astonishing.
The electric eel is an amazing storage battery. It can seed a jolt of as much as eight hundred volts of electricity through the water in which it live. ( An electric house current is only one hundred twenty volts.) As many as four-fifths of all the cells in the electric eel’s body are specialized for generating electricity, and the strength of the shock it can deliver corresponds roughly to length of its body.
托福寫(xiě)作模板:成功與品質(zhì)
托福寫(xiě)作模板及范文參考：
Do you agree or disagree with the following statement? One of the characteristics of successful leaders is their sense of responsibility in accepting their mistakes.
托福寫(xiě)作范文參考：
Undoubtedly, successful leaders may have various kinds of characteristics, such as honesty and loyalty. However, some people wonder if the sense of responsibility in accepting their mistakes is the characteristic they possess. I believe that successful leaders’ capability is great enough that they can handle the consequences of their mistakes, especially when considering the power they hold and the knowledge they possess.
Firstly, these leaders have great influence on society. This influence can help them resolve the very problem they cause. For example, the leaders in the government passed a policy of printing more currency for our country three years ago. After this policy was enforced, it had a significant impact on our society. Frankly, our society has experienced great inflation and the value of our money has depreciated greatly. One noticeable consequence is that the price of various products has increased largely. When the leaders in the government learned the destructive results of their policy, they took action to resolve the issue. Now the negative impact of this policy is all but extinct. Using this example we can see that leaders have the power to solve their own mistakes.
Further, these leaders have the wisdom to solve the errors they commit. Generally, such leaders all have a strong background in academics. Consequently, they are very likely to provide efficient solutions for their mistakes. For example, Andrew, the CEO of Siemens Cooperation, graduated with a Computer science degree from MIT. He designed a new office system for auto-management. In this system, some bugs were not discovered before implementation. Three months ago, he discovered the bugs. Now, he has proposed an efficient solution to eliminate the damage, which may have been inflicted by the bugs. With education in computer science, he was able to resolve the problems completely. Thus, it can be inferred that leaders in business can often find a solution for their problems. Further, it reveals that they can be responsible for their mistakes.
Admittedly, the mistakes caused by these leaders initially seem irrevocable. Sometimes, these mistakes might have already imposed tremendous influence on the public. However, leaders can still try their best to protect people from further harms. Only through admitting and correcting their mistakes timely can they maintain their success and win their reputation back.
In a nutshell, due to their abilities as leaders and their superior education, I believe that these successful leaders can be responsible for the mistakes they commit.
托福寫(xiě)作模板:學(xué)生參與決策
托福寫(xiě)作模板及范文參考：
At some universities, students take part in making decisions about the issues that affect daily life of everyone on campus, such as how many hours that the libraries should be open each day or what kinds of food should be served in the cafeteria. But at some universities, experts are hired to make this decisions, students almost never involved. Which approach do you prefer and why.
托福寫(xiě)作范文參考：
We can never over emphasize the importance of campus life during which people mature intellectually and psychologically. It is a university’s unshakable responsibility to provide qualified education and various facilities. For a university to function well, there must be effective and reasonable rules regulating behaviors of both students and staffs. In my mind, it is students, but not experts, who should be responsible for the making of rules.
Admittedly, inviting professional and experienced experts to make rules is an easy solution for universities to effectively manage students and staffs. Given years of work experience, experts not only understand students’ needs and preferences, but also know well how to help students regulate behaviors, such as cultivating good habits, managing time and having healthy diets. For example, to encourage students to have enough time to sleep, experts usually require libraries to close at 10 o’clock; also, to help students keep healthy, they demand dining halls to provide nutritious food, such as organic vegetables and fruits.
However, it is actually difficult for experts to truly think from students’ perspective, so some of their rules may be not appropriate. On the contrary, students, though inexperienced, deserve the right to make rules for themselves and the opportunity to improve their abilities to manage. To begin with, it is students who study and live on campus that can enact rules flexible and reasonable enough to help students improve efficiency in both study and social activities. However, experts, as observers of students, may be unavoidably theoretical. For instance, during exam weeks, it is inconvenient to close libraries at 10 o’clock, as many students need more time and a quiet place to finish their assignments and prepare for exams, which is usually ignored by experts.
Secondly, it is also universities’ duty to help students learn self-management and leadership by giving them the right to enact rules for all students on campus. Undoubtedly, student government ought to take the responsibility to collect students’ opinions from polls, negotiate with students having different requirements, and finally introduce rules that can be respected and observed by all. Since these are rules made by students themselves, there is no reason to complain and violate. Moreover, this is a rare opportunity for members of student government to enhance leadership and management capability. Though the process will be surely time consuming and even arouse various problems, it is worthy given the huge benefits to students.
To sum up, endowing students the right to make rules for themselves is a better option for universities to accommodate students’ needs and help them grow up.
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